Classroom Assistant l

Classroom Assistant l

The Classroom Assistant I provides care and supervision for all the children in care, with the guidance of the Associate/Lead Teachers. Following Title 22 and Title 5 regulations, the Classroom Assistant helps to ensure the health and safety of all children.

Responsibilities include:

• Provides visual supervision at all times, indoors and outdoors
• Participates in high-quality transitions for children and families, making sure arrival and departure times are well organized. All children and families are greeted warmly, hands are washed upon arrival, health checks are conducted and recorded, all children are supervised at all times, and children are actively engaged during the transition time. For Infants and Toddlers – Diaper check, begin the daily report, log in bottles and supplies as applicable.
• Engages in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions
• Implements curriculum activities as assigned
• Completes 1 to 3 DRDP assessment(s) assigned by and under the supervision of the Associate or lead Teacher once a minimum of 12-semester units is obtained
• Participates in meal/snack processes, including family-style serving, bottle or infant food feeding as applicable
• Participates in the nap/rest period. For Infants – Safe sleep training and procedures apply
• Documents observations with notes, pictures, or video clips, and collects work samples under the guidance of the lead and/or supervising teacher
• Participates in classroom record keeping, including injury or health reports as assigned, under the guidance of a supervising staff member
• Monitors and participates in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed)
• Provides staff breaks and takes children to the restroom Applies to those with 6 or more semester units
• Participates in classroom planning, including the creation of some activities for the learning plan under the guidance of the lead teacher Applies to those with 6 or more semester units
• Participates in and ensures a safe environment for the children that is free of hazards
• Assists in the opening and/or closing routines when assigned, including preparation for the current day or next day’s program activities
• Maintain confidentiality of family and children’s information with staff and the community
• Timely and regular attendance
• Attend trainings and staff meetings as assigned (some after hours and/or with overtime)
• Report any concerns to an appropriate supervisor
• Other duties as assigned and necessary

1. Minimum of current enrollment in or the completion of one core early childhood education college course For Infants and Toddlers, at least one course in the care or development of infants and toddlers is preferred
2. Continual enrollment in a minimum of one course per semester until the 12 core early childhood education units are obtained. Application for an Associate Teacher permit is preferred once qualified
3. Completed DRDP Training
4. Some experience preferred, especially in center-based care. For infants and Toddlers, experience with the age group is preferred
5. Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed
6. Maintain a clear and active exemption-free status with Community Care Licensing for the duration of employment with FSA
7. Ability to work with disabled or challenging children and diverse populations
8. Must be willing to work flexible hours to meet the needs of the program.
9. Pass a health screening test, immunized against: Influenza (ability to decline with a signature), Pertussis and Measles, Covid, TB test and Drug screening Clearance.
10. Maintain Pediatric first aid & CPR, mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assigned

• Establish positive relationships with young children and positive relationships with children’s families
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning
• Demonstrate the ability to promote children’s positive social behavior and self-regulation
• Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Demonstrate their commitment to their own learning by taking advantage of available learning opportunities
• Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
• Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning
• Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers
• Establish positive relationships with young children and positive relationships with children’s families
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning
• Demonstrate the ability to promote children’s positive social behavior and self-regulation
• Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Demonstrate their commitment to their own learning by taking advantage of available learning opportunities
• Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
• Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning
• Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers
• Establish positive relationships with young children and positive relationships with children’s families
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning
• Demonstrate the ability to promote children’s positive social behavior and self-regulation
• Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
• Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
• Demonstrate their commitment to their own learning by taking advantage of available learning opportunities
• Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
• Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning
• Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers